Mathematics / Year 4 / Number

Version 9
Switch to version 8
View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation (AC9M4N08)

Elaborations
  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money, such as a budget for a large event, as requiring either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying \(5\) toy scooters for \(\$96\) each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding \(\$96\) up to \(\$100\) and subtracting \(5 \times\$4 = \$20\), so \(5 \times\$96\) is the same as \(5\times\$100\) less \(\$20\), giving the answer \(\$500 \space–\space \$20 = \$480\)
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, “Ariana read \(16\) books for the readathon; Maryam read \(4\) times as many books. How many books did Maryam read?” using the expression \(4 \times 16\) and using place value partitioning, basic facts and an array, thinking \(4 \times 10 = 40\) and \(4 \times 6 = 24\), so \(4 \times 16\) can be written as \(40 + 24 = 64\)
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
  • Numeracy Numeracy
ScOT terms

Personal finance,  Problem solving,  Addition,  Mathematical problem solving,  Multiplication,  Subtraction,  Division,  Proportions

Refine by resource type

Refine by year level


Refine by learning area


Refine by topic

Related topic
  • No suggestions

8 direct matches to AC9M4N08 | 12 other related resources
Showing the top 20 search results

Interactive

Moon Goats (Geometric reasoning) - ABC Education

  • TLF-IDA005645

As a team, use your understanding of geometric reasoning to transform two-dimensional floor plans into three-dimensional pod houses. See how many unique houses you can build for the Moon Goats. Then, try the Budget Challenge to calculate the cost of different types of houses. Mathematical ideas and strategies this game ...

View detailsView resource
Text

Pocket money: Mathematical modelling

  • TLF-IDA004925

In this lesson, students use mathematical modelling to solve problems that involve financial decisions. Students are guided to use the 4-step problem solving model to support them to unpack the problem, generate a plan to help solve it, and check their ability to work mathematically. They explore different ways to estimate ...

View detailsView resource
Text

Inquiry Prompt Ribbon Bow - Calculate

  • TLF-IDA004340

This open-ended task challenges students to carry out a mathematical investigation using a ribbon-bow as a stimulus. They are encouraged to develop their own research questions and investigate possible solutions using using mathematical problem solving and modelling strategies.

View detailsView resource
Downloadable

Tuckshop orders

  • TLF-IDA003574

Students make calculations with money.

View detailsView resource
Downloadable

Act it out

  • TLF-IDA003577

Students revise and extend the recall of 10x. They describe and continue patterns created from multiplication, and solve multiplication and division problems.

View detailsView resource
Downloadable

Bright budgeting

  • TLF-IDA003549

Students make calculations with amounts of money and make financial decisions.

View detailsView resource
Interactive

Sites2See: Patterns and Algebra

  • TLF-IDM016224

Selected links to a range of interactive online resources for the study of patterns and algebra in Foundation to Year 6 Mathematics.

View detailsView resource
Interactive

My American farm: app for iPad

  • TLF-IDM016810

This iPad app contains a selection of games with an agricultural theme. At the conclusion of the activities, fun farm facts or information are provided (some of these facts can be read aloud by selecting a volume icon). The games encompass a range of things important to farming life including farming equipment, careers ...

View detailsView resource
Video

For the Juniors: Drawing a floor plan

  • TLF-IDM015824

How do we know what a house will look like before it is built? Discover how house plans work by looking at the design of a house that Hugo's family is going to build. See how a floor plan shows the room layout. See drawings of what the house will look like from different views.

View detailsView resource
Interactive

The foul food maker: go figure

  • TLF-IDL215

This tutorial is suitable for use with a screen reader. It explains how the use of simple words can describe the likelihood of everyday events. How likely is an event: certain, likely, equal chance, unlikely or certainly not? Answer some questions using these words and then build your own examples. Learn how to describe ...

View detailsView resource
Text

Addition and subtraction problems can be solved using a variety of strategies Multi-age 3–6 Year B – Unit 15

  • TLF-IDA006134

This 2-week unit unit develops the big idea that addition and subtraction problems can be solved using a variety of strategies. Students are provided opportunities to: partition, rearrange and regroup numbers to at least 1000 to solve additive problems; choose and use efficient strategies to solve addition and subtraction ...

View detailsView resource
Text

Angles are the primary structural component of many shapes Multi-age 3–6 Year B – Unit 10

  • TLF-IDA006128

This 2-week unit unit develops the big idea that angles are the primary structural component of many shapes. Students are provided opportunities to: measure, compare and sequence events by halving and quartering blocks of time; represent fractional quantities of time and the multiplicative relationships; estimate and describe ...

View detailsView resource
Text

Questions can be asked and answered by collecting and interpreting data Multi-age 3–6 Year B – Unit 5

  • TLF-IDA006124

This 2-week unit unit develops the big idea that questions can be asked and answered by interpreting data. Students are provided opportunities to: collect data and construct, interpret and compare a range of data displays, including data presented in digital media; interpret and evaluate the effectiveness of various data ...

View detailsView resource
Text

Multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations Multi-age 3–6 Year B – Unit 13

  • TLF-IDA006132

This 2-week unit unit develops the big idea that multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations. Students are provided opportunities to: select and apply strategies to solve problems involving multiplication and division with whole numbers; investigate ...

View detailsView resource
Text

The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 11

  • TLF-IDA006130

This 2-week unit unit develops the big idea that the number system extends infinitely to very large and very small numbers. Students are provided opportunities to: recognise, represent, order and partition large numbers; apply place value knowledge to recognise, name and order decimals; make connections between benchmark ...

View detailsView resource
Text

Fractions represent multiple ideas and can be represented in different ways Multi-age 3–6 Year B – Unit 4

  • TLF-IDA006123

This 2-week unit unit develops the big idea that fractions represent multiple ideas and can be represented in different ways. Students are provided opportunities to: partition, measure, label and compare lengths and wholes using fractions; solve problems with fractions; represent and compare fractions of measures and quantities; ...

View detailsView resource
Text

The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 6

  • TLF-IDA006125

This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: read, partition, rename, represent and order large numbers; recognise, name, compare, order and represent decimals; identify the relationship between addition ...

View detailsView resource
Text

What needs to be measured determines the unit of measurement Multi-age 3–6 Year B – Unit 14

  • TLF-IDA006133

This 2-week unit unit develops the big idea that what needs to be measured determines the unit of measurement. Students are provided opportunities to: interpret commonly used fractions of a kilogram and relate these to the number of grams; select and use appropriate units to estimate, measure, compare and record lengths ...

View detailsView resource
Text

The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 1

  • TLF-IDA006121

This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: partition, represent and order larger numbers; apply place value to recognise, regroup and order whole and decimal numbers; explore the link between multiplicative ...

View detailsView resource
Text

Addition and subtraction problems can be solved using a variety of strategies Multi-age 3–6 Year B – Unit 2

  • TLF-IDA006120

This 2-week unit unit develops the big idea that addition and subtraction problems can be solved by using a variety of strategies. Students are provided opportunities to: apply place value understanding to solve addition and subtraction problems; identify the connection between addition and subtraction; select and explain ...

View detailsView resource